scholarly journals Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 140
Author(s):  
Miriam Akoto
Keyword(s):  
Learning Experience ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Multimodal Composition ◽  
Structured Interviews ◽  
Google Docs ◽  
Genre Awareness ◽  
Computer Mediated ◽  
Writing Research

In spite of the growing integration of computer-mediated collaborative writing and multimodal composition in second language (L2) classrooms, research on collaborative multimodal writing, as an innovative writing pedagogy, is still underway and largely underrepresented particularly in non-English learning contexts. To bridge this research gap, the author of this study implemented a multimodal writing task in which seven French FL learners jointly created digital postcards describing their vacation activities in groups of two or three over the period of eight weeks. The study sought to explore learners’ perceptions of the benefits and challenges of this type of pedagogy and the factors mediating their writing processes. The analyses of a post-task questionnaire survey and semi-structured interviews, triangulated with the finished products, indicated that overall, collaborative multimodal writing was a motivating learning experience. Several themes emerged regarding the perceived benefits (i.e., improvement in their writing skills, genre awareness and semiotic awareness, mutual learning through peer assessment and easy synchronous writing and revising via Google Docs), as well as challenges (i.e., tensions between partners largely due to frustrations over unequal participation, lack of control over the joint text and technical glitches). This paper provides significant implications for collaborative multimodal writing research and pedagogy.

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

scholarly journals Mobile Applications for Developing Second Language Collaborative Writing

2021 ◽  
Vol 15 (07) ◽  
pp. 185
Author(s):  
Sasi Sekhar Mallampalli ◽  
Shriya Goyal
Keyword(s):  
Mobile Applications ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Teaching Writing ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Writing Ability ◽  
Google Docs ◽  
Teachers And Students ◽  
The Impact

<p>Developing writing skills in a foreign language is one of the demanding tasks for both teachers and students. It not only demands extensive reading and intensive practice in writing both inside and outside the classroom but also timely feedback and error-correction. The experimental study aimed at studying the impact of collaborative writing tasks using mobile applications like <em>WhatsApp</em>, <em>Google Docs</em>, and <em>Google Slides</em> on enhancing the writing ability at the pre-intermediate level of Common European Frame of Reference (CEFR). The participants were tertiary level students of Cihan University who were randomly divided into two equal groups (n=28). One group used <em>WhatsApp</em> and the other group used the <em>Google Docs</em> and <em>Google Slides</em> apps on their mobile devices. The comparative study analyzed the impact of each application on improving the writing skills of the students with pretest and posttest results and semi-structured interviews. The results indicated that the participants who used <em>Google Docs</em> and <em>Google Slides</em> apps have performed better than the participants in the <em>WhatsApp</em> group. The results have implications for teachers teaching writing skills and students who write using mobile applications.</p>

scholarly journals Google Docs in Undergraduate online Composition Class

2021 ◽  
Vol 4 (1) ◽  
pp. 65-84
Author(s):  
Hany Zaky
Keyword(s):  
New York ◽  
Learning Styles ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Age Groups ◽  
Pedagogical Practices ◽  
Writing Classes ◽  
Online Writing ◽  
Google Docs ◽  
Composition Students

Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances the Composition pedagogical practices in face-to-face and virtual classes. The purpose of this quantitative study is to investigate the students’ learning styles’ impact on their Peer Assessment using Google Docs. Participants included 149 Composition students in a Public Health College of a private university in New York City. The statistical findings of this study revealed that students’ learning skills in online writing classes could drive their perceptions of using Google Docs as a Peer Assessment Writing tool. These findings highlight the high correlation between students’ desire to interact after writing in English and their perceptions of using Google Docs as a collaborative writing tool. The findings also revealed statistically significant relationships between students’ perceptions of using Google Docs and their preferences of receiving feedback in different language areas. An increase in students’ perception of receiving feedback on their grammar, the flow of ideas, mechanics, quality of ideas, and Vocabulary, in that order, strongly led to an increase in their perceptions of using Google Docs. However, the findings indicate that there was no statistically significant linear relationship between students’ perceptions of their technical skills and their perceptions of using Google Docs in their online writing classes. Median Google Docs’s perceptions of males and females were not statistically different. There were no statistically significant differences in students’ Perceptions of Using Google Docs across the various age groups.

scholarly journals Collaborative Writing on Google Docs: Taiwanese Students’ Participation, Behaviors, and Writing Trajectories with Real-work Online Tasks

2021 ◽  
Vol 12 (3) ◽  
pp. 73
Author(s):  
Shu Fen Yeh
Keyword(s):  
Language Learners ◽  
Significant Contribution ◽  
Collaborative Writing ◽  
Writing Fluency ◽  
Writing Quality ◽  
Google Docs ◽  
Text Chat ◽  
Writing Practices ◽  
Collaborative Tools ◽  
Computer Mediated

In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and interpretation (Canagarajah, 2013) and can be particularly beneficial for L2 learners’ writing practices (Elola & Oskoz, 2010) such as writing quality (Stroch, 2005), writing fluency (Bloch, 2007), academic voices (Sperling & Appleman, 2011) and a sense of audience (Sun & Chang, 2012). Google Docs and online text-chat systems are prominent collaborative tools for group writing, and the result shows that the focus group displayed a mixed-interaction pattern, a collaborative pattern in two online text-chat systems, and a more dominant-passive pattern while co-constructing the text. They study also explored that changing the mode of communication from Line to Google Docs chat-room appears to have led to an increase in the participants’ interaction and communication and seems to have facilitated collaboration. Participants make a significant contribution of two types of writing changing functions, adding and correcting in the text and make revisions to their text.

scholarly journals A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

2021 ◽  
Vol 14 (5) ◽  
pp. 89
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Groups ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Group A ◽  
Group B

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing, pre- and post-task questionnaires, participants&rsquo; work on essays, their reflections, observations, and semi-structured interviews. The students worked on their essays in Google Docs, and the researcher(s) used DocuViz as a tool for visualizations of students&rsquo; collaborative writing contributions and styles. The findings showed different interaction patterns (a cooperative revision style for Group A vs. a main writer style for Group B) across the two collaborative writing tasks. While revising, both groups added and corrected their essays and employed almost the same writing change functions and language functions, which were suggesting, agreeing, and stating.

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals COMPUTER-ASSISTED COLLABORATIVE WRITING AND STUDENTS’ PERCEPTIONS OF GOOGLE DOCS AND WIKIS: A REVIEW PAPER

2020 ◽  
Vol 4 (1) ◽  
pp. 15-27
Author(s):  
Husam Masaoud Alwahoub ◽  
Mohd Nazri Latiff Azmi ◽  
Mohammad Halabieh
Keyword(s):  
Web 2.0 ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Computer Assisted ◽  
Extensive Literature ◽  
Google Docs ◽  
Teachers Perceptions ◽  
Promising Area ◽  
Future Research Directions

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Closing the communications loop on the computerized peer-assessment of essays

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Phil Davies
Keyword(s):  
Student Learning ◽  
Reflective Practice ◽  
Iterative Process ◽  
Peer Assessment ◽  
Assessment System ◽  
Student Feedback ◽  
Assessment Process ◽  
Use Of Self ◽  
Computerized Assessment ◽  
Computer Mediated

The use of self- and peer-assessment is not new to higher education. Traditionally its use has required the complex and time-consuming management of coursework submissions by the tutor, in an attempt to maintain validity and anonymity of the assessment process. In the last few years a number of computerized systems have been developed that are capable of automatically supporting, managing and performing the assessment process. The requirement for student anonymity and the release of the tutor from the process of marking have reduced the ability to develop the iterative process of feedback. This feedback is considered essential in supporting student learning and developing reflective practice. This paper describes the enhancement of a computerized assessment system to support anonymous computer-mediated discussion between marker and marked having previously performed peer-assessment. A detailed description is provided of the integrated assessment process, and an analysis of the use of this anonymous discussion is presented. Anonymous student feedback is presented and analyzed with respect to the perceived benefits of using the system with respect to enhancing the student learning process.DOI:10.1080/0968776030110105

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